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Demonstrate critical analysis of self-awareness, engagement and evidence-informed practice

INSTRUCTIONS: This is the paper, I have tried to answer some questions, BUT PLEASE I KNOW YOU NEED TO ADD MORE ON WHAT I HAVE WRITTEN, AND SOME QUESTIONS ARE NOT ANSWERED……… I have attached the client’s information that I did assimilation on

The purpose of this paper is for you to demonstrate a critical analysis of three areas: self-awareness, engagement, and evidence-informed practice. Based on a client from the OSCE (or any simulation), please respond to the following:

Referral Form

Client: Alexus

Reason for Referral: Alexus is a 43-year-old woman who has recently been informed that she has stage III breast cancer. She is in the early stages of gaining information about her diagnosis and is pursuing treatment options but is feeling scared and unsure about what to expect. In addition to these understandable fears regarding her own health, she is concerned about how her diagnosis and treatment will impact her caretaking responsibilities related to her children as well as her parents. Alexus reports additional concerns related to financial stress and loss of insurance if she is unable to work.

Alexus reports that talking to someone outside of her family about her feelings is not something that “we do.” However, she doesn’t want to overwhelm her children or parents. She is divorced and does not report her ex-spouse as a source of support at this time. Alexus is also curious about learning more about her diagnosis and about potential services that could support her and her family. During Alexus’ initial screening, she reported that her faith is a significant support for her during difficult times, but that this diagnosis has made her question her relationships with God. 

Social Worker Role: You are a social worker who provides case management and therapeutic services to patients at the hospital where Alexus is receiving care.

Part I: Self-Awareness (25 points)

As we do in any clinical encounter, we want you to locate yourself and your identities, which might include (but is not limited to) racial identity, ethnicity, gender identity, age, and socioeconomic status. This might also include a reflection on how the various social identities impacted your engagement with your patient. Essentially, who are you? What did you bring to this conversation? and In what ways might that matter? 

I am a female African woman who grew up and was raised in Africa. I am an intern social worker, who dedicates myself to identifying people and communities in of help. Assess clients’ needs, situations, strengths, and support networks to determine their goals. And help clients adjust to changes and challenges in their lives such as illness or unemployment.

I made the client comfortable and connected at the same time. We talked about her responsibilities, her career as a mother of two sons who are youths 16 and 17, and who takes care of both her parents whom she has lived with the whole of her life. We talked about her relationship with her boss who is caring. She also talked about her pastor who is so supportive in all ways and there for her.

It helps to know the client more, know how she is feeling, what is thinking now, what are their expectations and know her strengths, weaknesses, and goals.

Part II: Engagement (25 points)

Describe your engagement strategy. What were you hoping to achieve? Identify the facilitators and barriers you experienced in engaging with your client. What changes would you make upon reflection?

I engaged the client in a true dialogue to facilitate a helping process but first to establish a relationship with the client in which the client feels respected and secure in discussing personal matters. social workers and make sure that the conversation is interactive. As the client was talking turned in for empathy which brings connection, not putting aside the non-verbal behaviors in listening to make sure that you are getting what the client is saying and being non-judgmental to make sure the client feels open to me, even being actively listening to get each detail of the statement the client makes.

I was hoping to achieve to establish a relationship with the client in which the client feels respected and secure in discussing personal matters, demonstrated empathy, and make her connected which said I did, and this makes her comfortable talking to me and clarifying expectations, and finding insurance for low in-income earners.

I experienced this barrier. I should have explained my role as a social worker, and what I can do for the client during the session because most of them don’t know exactly what a social worker’s role is. I should wait until the client finishes the statement other than cutting it short and going to the next question. Lastly, I should never promise a client until when the plan is made because I never know, it may not work as I had promised.

The changes that I would make are, never to promise the client that I am going to do this until when my plans have been successful but instead, I should tell the client that, I am going to look out for support systems, and I will let the client know. And make sure I give the client more time when I ask the client for anything to get more questions from the statement she makes. Words like I feel what you are going through, should not be used but instead, I can use non-verbal behaviors because they are no way I can feel what the client is going through when I have never gone through it.

Part III: Evidence-Informed Practice (25 points) 

How would the person-in-environment strengths-based perspective shape your assessment of the client? What are the areas that would be important to assess with the client? What might your work with your client look like going forward? What would you recommend in terms of possible goals and strategies? What evidence supports your recommendations? References to empirical literature are appropriate for this section.

I think person-in-environment

The areas would be asking her about her husband and whether she communicates with him for the sake of their kids, if the client is ready to transfer to afford to house where she lives currently is more expensive. Getting some supportive systems like church members in her community.

The work with the client going forward would be meeting two days a week every week to see how things will go because she is strong but losing hope in God because of the situation, though is ready to go for breast cancer treatment like chemotherapy as we look to find insurance for her and her family that she is taking care of. As she gets to trust me by being open to her personal life.

I would recommend the possible goals to apply for low-income earners’ housing, and health insurance and to find out what benefits she has in terms of family leave and sick leave from her employees in case she starts her treatment. I will try to make a true dialogue between the two of us I and the client by engaging her so I can help in the process.

Mechanics (10 points)

It should be no more than 5 pages (not including title or reference page), double-spaced, 1-inch margins, in Times New Roman font (per APA), and include
at least 3 references (i.e. journal articles, book chapters,NOT course slides).

Organization (15 points)

Include a proper introduction, body, and conclusion that summarizes ideas thoughtfully and thoroughly. Each paragraph has a central idea; ideas are connected, and paragraphs are developed with details; paper is easy to read and “flows” naturally in an organized pattern. Use of details/ examples to support points, and ideas fully developed.

SWO421A Social Work Practice – Paper #3 Reflection Final Paper Rubric
Required Element Exceeds

Expectations Meets Expectations Below Expectations Total Points

Analysis
Up to 60 p
oints (13-15) (6-12) (1-5)

Identities
(15 points)

Comprehensively
identifies social
locations

Identifies social
locations in an
adequate though
limited way

Identification of social
locations is not
existent

Evidence of Reflection
(15 points)

Provides evidence
of broad analysis
and self-reflection
about how
intersecting
identities might
relate to your work
with this client.
Thoroughly
explores possible
biases and
countertransferenc
e

Provides evidence of
analysis and
self-reflection,
although the
exploration is
somewhat
superficial and could
be strengthened and
deepened

Does not provide
analysis or
self-reflection about
the influence of social
locations and potential
biases

Engagement
(15 points)

Accurately
identifies at least 2
examples of how
student effectively
engaged the client

Accurately identifies
at least 1 example of
how student
effectively engaged
the client

Student does not
accurately identify any
examples of how
student effectively
engaged with the
client

Evidence-Informed
Practice
(15 points)

Identifies a
comprehensive,
evidence informed
plan for what your
work with this
client if you were
continuing to
meet.

Identifies a cursory
plan, with limited
though adequate
evidence.

An evidence-informed
plan lacks sufficient
detail or is missing

Organization
Up to 25 points (4-5) (2-3) (1)

Introduction
(5 pts)

States main ideas
to prepare reader
for what’s coming

States most ideas to
prepare reader for
what’s coming

Ideas not stated in
advance so as to
prepare reader

Supporting Examples
(5 pts)

Use of details/
examples to
support points, and
ideas fully
developed

Use of some details
to support points,
and ideas developed

Points not fully
supported and ideas
not fully developed

Flowing of Ideas
(5 pts)

Ideas flow in a
way that make
sense to the reader

Ideas flow in a way
that make sense to
the reader most of
the time

Ideas proceed without
structure and logical
flow

Appropriate use of
Paragraphs
(5 pts)

Develops one
topic per
paragraph with
explicit transitions
connecting ideas
between
paragraphs)

Develops one topic
per paragraph with
attempts to transition
connecting ideas
between paragraphs

Paragraphs lack
central ideas and do
not connect to each
other

Conclusion
(5 pts)

Contains closing
statement that
summarizes ideas
thoroughly

Contains conclusion
that adequately
summarizes ideas

Contains limited or
no, closing statement

Grammar/Mechanics
Up to 15 points (13-15) (4-12) (1-3)

(15 pts) Use of appropriate
grammar; use of
complete, coherent
and
well-structured
sentences;
provides evidence
of proofreading;
and no spelling
error; use of
multiple references
and adheres to
APA guidelines.

Provides evidence of
proofreading with
few spelling errors;
Good attention to
APA guidelines, but
does not include
adequate or needed
references.

There is clear
evidence that you may
be having significant
writing difficulty. If
this is the case, a
recommendation will
be made for you to
attend the writing
center. If concerted
efforts are made to
improve your writing
skills, this will be
taken into
consideration in
grading.

Total points ________ out of 100 points.

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